Reframing dyslexia: language and linguistic complexity, developmental risk, and the future of science of reading policy.

Abstract

Policy change around dyslexia has accelerated in recent years, yet much of it still lags behind contemporary scientific understanding. Many statutes rely on categorical models that frame dyslexia as a fixed, phonological disorder and prescribe narrowly defined interventions. This commentary calls for a shift from policy proliferation to targeted refinement, advancing developmentally grounded, scientifically accurate legislation that is feasible to implement at scale. We identify three major areas of misalignment: definitions that fail to capture the multifactorial and language-based nature of dyslexia; screening frameworks that rely on parallel processes rather than integrated risk monitoring; and instructional mandates that privilege phonics while neglecting morphological, orthographic, and meaning-based language instruction. Drawing on current evidence, we propose six policy shifts that address dyslexia, developmental language disorder, and late-emerging reading difficulties and extend to science of reading policy more broadly. These recommendations emphasize translational fidelity, integrated literacy systems, sustained attention to oral language, and the prevention of reading difficulties across varied developmental trajectories.